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Assessment for Learning Seminar
Downing College,University of Cambridge
Friday 16th November 2007
Rachel Hawkes, Assistant Principal, Comberton Village College
Professional Standards for teachers
CoreC12Know a range of approaches to assessment, including the importance of formative assessment.
Post-thresholdP5Have a more developed knowledge and understanding of their subjects/curriculum areas and related pedagogy including how learning progresses within them.
R. Hawkes Assessment for Learning Seminar November 2007
Professional Standards for teachers
CoreC8
Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified.
R. Hawkes Assessment for Learning Seminar November 2007
What do we want our learners to look like?What skills do we want them to have?
Successful learners
Confident individuals
Responsible citizens
R. Hawkes Assessment for Learning Seminar November 2007
How would you define assessment for learning? “It’s about the way a teacher might assess a pupil in order to determine what that pupil or group needs to take their learning further. Then to use that information to change, modify, and tune the teaching to meet that need. “
Professor Paul BlackInterview with GTC, Assessment for Learning
R. Hawkes Assessment for Learning Seminar November 2007
Assessment for Learning checklist (QCA)
“To effectively use assessment for learning teachers need to:
• know their pupils well, know why pupils make mistakes………….
• encourage pupils to take responsibility for their learning by providing opportunities for pupils to describe… the strategies they use.
• the process of learning has to be in the minds of both learner and teacher
QCA, 10 principles of Assessment for Learning
R. Hawkes Assessment for Learning Seminar November 2007
Improving learning through formative assessment depends on 5 deceptively simple key factors:
1. Modelling quality: showing pupils the learning strategies and goals
Communicating clearly what the pupils will be learning and how they can recognise their success – being clear about what a good piece of work is – looking at work that meets and doesn’t meet the criteria.
2. Dialogue and the provision of effective feedback to pupils
Giving pupils feedback that give them specific guidance on how to improve their work.
R. Hawkes Assessment for Learning Seminar November 2007
4. The active involvement of pupils in their own learning.
Giving pupils the opportunity to express their understanding – giving them the chance to think and express their ideas
5. The need for pupils to be able to assess themselves and understand how to improve
(adapted from Bourdillon and Storey 2002)
3. A recognition of the profound influence assessment has on the motivation and self-esteem of pupils
Appreciating how comments and feedback to pupils can create a positive or negative culture
R. Hawkes Assessment for Learning Seminar November 2007
AfL in pratice
• Share the learning objectives and identify learning outcomes
• Develop the skills of peer and self-assessment
• Provide positive feedback
• Create opportunities for reflection and review
R. Hawkes Assessment for Learning Seminar November 2007
Strategies to promote Active Learning
Pupils know their learning aims
• clarify knowledge & skills to be learnt
• clarify success criteria
Pupils think for themselves
• make tasks as open-ended as possible
• allow choice of task (inc. homework)
• include a variety of ways of working inc. group & pair work
Pupils extend responses & explain their thinking
• plan open-ended questioning
• extend questioning based on pupil responses
• encourage pupils to ask questions
• variety of strategies to promote maximum engagement of all e.g. ‘no hands’ policy
Pupils achieve their full potential
• know the pupils well through dialogue and marking of their work
• plan differentiated tasks to meet their needs
Pupils know about their own progress
• inform the pupils of their levels of achievement
• show pupils examples of good, (assessed) work
Pupils know how to improve
• give opportunities for pupils to draft-mark-reflect-improve their work
• give opportunities for pupils to reflect on and review their targets
• give opportunities for pupils to use success criteria and objectives to assess their own and others’ work
Pupils assess themselves and others
• allow pupils to give feedback and set targets for themselves and others
RHawkes 07
AfL/Active learning in oral interaction• Thinking time • Pupil talk in pairs• ‘no hands up’ policy• Suspend IRE/IRF sequence – ask several pupils first• Prolonged interactions with pupils• More paired and group activity• Pupils respond to answers of others• Teacher responds to content more than form• Spontaneous interaction encouraged• Lots of ‘I think that’ and ‘because’• Teacher position in class• Gesture and eye contact to promote active listening• Pupil talk scaffolded• Teacher modelling – ‘role play partner’• Time for memorisation practice and mastery
R. Hawkes Assessment for Learning Seminar November 2007
1 pelo rubio ojos verdes pelo corto
2 soy alto soy baja soy moreno
3 es negro es blancaes de talla
media
¿Cuál es la excepción? ¿Por qué?
©rh05
KS3 Spanish Core Language
yo – Itú – youél/ella – he/sheUsted – you (polite, sing.)nosotros – wevosotros – you (fam.pl.)ellos/ellas – theyUstedes – you (polite, pl.)
tengo I have
tienes you have
tiene he/she/you have (pol.sing)
tenemos we have
tenéis you have (fam.pl.)
tienen they/you have (pol.pl.)
tener – to have ser – to besoy I am
eres you are
es he/she is/you are (pol.sing)
somos we are
sois you are (fam.pl.)
son they/you are (pol.pl.)
estoy I am
estás you are
está he/she is/you are (pol.sing)
estamos we are
está you are (fam.pl.)
están they/you are (pol.pl.)
estar – to be
Time words
ahora – nowantes – beforedespués – afterhoy – todayayer – yesterdaymañana – tomorrowotra vez - againsiempre – alwaysa menudo – oftena veces – sometimesnunca – neverla semana pasada – last weekla semana que viene – next week
Referring to thingsuna cosa – a thingesto – thiseso – thatalgo (más) – something (else)otro – (an)othermucho – a lot(un) poco – (a) littlemuy – verytodo – all/everything
Making linksy – ando – ortambién – alsopero – butporque – becausecon – withsin - without
Asking questions¿Por qué? – why?¿Qué? – what?¿Cuándo? – when?¿Dónde? – where?¿Quién? – who?¿Cuánto(s)? – how much/many?¿Cómo? – how?
Referring to placesaquí – hereallí - there
OpinionsPienso que – I think thatCreo que – I believe thatMe parece que – it seems that..
Sentence buildingpuedo/puede I can/he,she can
quiero/quiere I want to/he,she wants to…
tengo que/tiene que I have to/he has to…
voy a/va a + verb I’m going to/he is going to…
(no) me/le gusta I (don’t) like to/he doesn’t like to
me/le encanta I love to/he loves to…
me/le gustaría I/he,she would like to…
Pronouns
Saying what you did
fui – I wenthice – I didví – I sawjugué – I playedcomí – I atebebí – I drank
KS3 Spanish Key Skills
Memory
1 Sound/meaning 2 Visual/meaning
3 Spelling (core language words only)4 (improved)
speed of recall
Pronunciation
1 repeat correctly
2 retain pronunciation
3 pronounce accurately from text
Sentence building
1 say whole sentences from visual prompts
2 adapt sentences to make new meanings
3 Use key verbs to build new sentences
Comprehension
Infer/guess meaning from key words/cognates
AfL/Active Learning in written work• Modelling – pupils are clear about the task
objectives and what makes a good piece of work
• Levels – pupils understand the descriptors• Learning objectives & outcomes are the focal
point for teacher’s written feedback• Feedback shows what students have done
well and how to improve• Feedback promotes further independent
thought on next steps • Progression – teacher is clear about this• Self & peer assessment - students develop
the skills needed to reflect critically on own and others’ work
R. Hawkes Assessment for Learning Seminar November 2007
Present (reg)
Present (rad ch)
Present (reflex)
Future (ir a)
links
opinions
reasons
adjectives
questions
negatives
spelling errors
Present (reg & irreg)
Future
Preterite
Imperfect
Verb & infinitive
links
opinions
reasons
adjectives
questions
negatives
comp./sup.
spelling errors
present
past (preterit)
past (imperfect)
past (perfect)
future
conditional
subjunctive
links
opinions
reasons
negatives
comp./sup.
spelling errors
The ‘tick grid’ marking scheme
Year 7 Spanish Year 8 Spanish GCSE Spanish
“One of the main obstacles is that often pupils don’t recognise what a good piece of work looks like – they don’t have a sufficiently clear view of the aim to be able to steer themselves.”
Professor Paul BlackInterview with GTC, Assessment for Learning
R. Hawkes Assessment for Learning Seminar November 2007
Prepare the text for your PowerPoint presentation on your family. You will need 5 slides only (but you can add additional slides if you wish) and you may add in photos or drawings at home. In this lesson, you will be planning and writing the text. Include the following information:
• a description of yourself
• how many people in your family and who they are
• a detailed description of one family member and a comparison of yourself with that person
• a description of the hobbies and interests you and your family have
• a description of your plans for next weekend
Year 8 End of Unit project
YoMe llamo Isabel. Soy de Granada y vivo en Madrid con mi familia. Tengo 13 años y mi cumpleaños es el 7 de agosto.
Tengo el pelo negro y los ojos marrones. Soy baja y delgada.
Como persona, soy divertida y habladora. Nunca soy perezosa.
Mi familiaÉsta es mi familia. Hay cinco personas en mi familia: mi madre, mi padre, mi hermana, mi hermano y yo.
Mi madre se llama Mayra y tiene 40 años. Tiene el pelo corto y los ojos verdes. Es muy simpática y optimista.
Mi padre se llama Luis y tiene 42 años. Tiene el pelo negro y los ojos marrones como yo. Es muy enérgico y gracioso.
Mi hermana se llama Tania y tiene 16 años. Mi hermano se llama Martín y tiene 11 años.
Mi hermanoMi hermano Martín es bastante alto y delgado. Es más alto que yo. Tiene el pelo al rape y los ojos verdes (como mi madre).
Como persona es muy divertido y gracioso. ¡Pero yo pienso que es mucho más perezoso que yo!
Le encanta el deporte, especialmente el fútbol. Es aficionado de Barcelona. ¡Qué aburrido! Yo detesto el fútbol – prefiero el rugby!
El tiempo libreA mí me encanta la música. Escucho música siempre en casa y en el autobús. Me gusta también practicar la equitación y jugar al hockey en el colegio con mis amigas.
A mi madre le encanta leer porque es relajante. Le gusta a veces hacer ciclismo.
A mi padre le gusta mucho hacer deporte. Es muy deportista. Le encanta jugar al tenis y al ping pong.
El fin de semana que vieneEste fin de semana voy a descansar en casa y hacer mis deberes. El sábado voy a salir con mis amigos. Vamos a ir al cine.
Mi hermano va a jugar en un partido de fútbol en Newmarket. Después va a mirar la tele y chatear por internet – es muy perezoso.
El domingo mi familia y yo vamos a ir a un restaurante para el cumpleaños de mi abuela.
Present (reg & irreg)
5
Future 2
Preterite
Imperfect
Verb & infinitive
2
links 3
opinions 3
reasons 2
adjectives 5
questions 2
negatives 2
comp./sup. 2
spelling errors
Use verb forms other than ‘I’ and choose some ‘radical’ verbs and other irregulars – e.g. ser/tener/jugar/hacer/pensar
Say a little about your plans for next weekend and what the rest of your family will be doing too.
You use this when you say you like doing something – i.e. me gusta bailar.
Links are ways to join sentences or halves of sentences together – e.g. y, también, pero, sin embargo, después, luego
As well as ‘me gusta’ etc.. Why not also include pienso que, creo que, a mi parecer, me parece que, en mi opinión
porque = because!
p.2 – 4 vocabulary book
see p.5 vocabulary booke.g. nicer than, funnier than, bigger than..
“Self-assessment will only happen if teachers help pupils, particularly the low-attainers, to develop the skill. This takes time and practice.”
Working inside the black box Dept of Education & Professional Studies, King’s College, London
R. Hawkes Assessment for Learning Seminar November 2007
A Auxiliary verb required/incorrect
Adj Wrong position or agreement error
G Gender error
I Infinitive verb required
M Meaning unclear
P Plural required
PP Past participle required/error
Sp Spelling error
T Tense incorrect
V Verb required/incorrect
WO
Word order incorrect
@ Incorrect use of à/de
Activity 1Look at the following list of words and give each one a number rating 1-5 based on how well you know the word.
Look at the VKS (Vocabulary Knowledge Scale) below:
1. I don’t remember having seen this word before.2. I have seen this word before but I don’t know what it means.3. I have seen this word before and I think it means….4. I know this word: it means…….5. I can use this word in a sentence, e.g……….
(ref: Wesche M & Paribakht T.S. (1996) “Assessing second language vocabulary knowledge: depth versus breadth”, The Canadian Modern Language Review 53, 1:28)
Look at the following Spanish words and award them a number (1 – 5) according to the criteria below:1. I can pronounce this word and I know what it means2. I know what it means3. I think I know what it means4. I know I have learnt this word but I can’t remember what it means5. I have never seen that word before
1. Buenos días 2. tengo 3. dos 4. muy bien
5. ¿Cómo estás?
6. mi cumpleaños
7. enero 8. gracias
9. catorce 10. un bolígrafo 11. no tengo 12. estoy mal
13. noviembre 14. dieciocho 15. ¿Qué tal? 16. veinte
“Peer assessment is uniquely valuable because pupils may accept, from one another, criticisms of their work, which they would not take seriously if made by their teacher”
Working inside the black box Dept of Education & Professional Studies, King’s College, London
R. Hawkes Assessment for Learning Seminar November 2007
1 Subject variety (other than ‘ich’)
2 Number of present tenses
3 Number of past tenses
4 Number of future tenses
5 Number of opinions
6 Number of different adjectives
7 Number of adjective endings
8 Number of appropriate R2/R3 articles
9 Number of inversions
10 Number of WO3 constructions
11 Number of modal verbs
12 Number of um … zu … clauses
13 Number of idioms
http://www.ittmfl.org.uk/modules/teaching/1e/janejones.htmJane Jones, Senior Lecturer at King’s College, LondonVideo clips classified by area of AfL
http://www.shambles.net/pages/learning/mfl/mflassess/Page of links including video, links to QCA documents etc..
http://www.ittmfl.org.uk/modules/teaching/1e/er.htmRecommended reading list for AfL in MFL
http://www.norfolkesinet.org.uk/pages/viewpage.asp?uniqid=4251Some resources to download to aid self and peer assessment in MFL
http://www.qca.org.uk/qca_4361.aspxCase study of AfL in MFL to download
http://www.sunderlandschools.org/mfl-sunderland/mflnetwork.htmSunderland Network resources to download for AfL in MFL
http://www.teachers.tv/video/572AfL in MFL – several videos of teachers using AfL techniques
Professor Paul Black on AfL - Interview with GTChttp://www.gtce.org.uk/newsfeatures/features/136105
R. Hawkes Assessment for Learning Seminar November 2007
Rachel HawkesEmail: [email protected]
Tel: 01223 262503 ext.222
“The active involvement of pupils is absolutely essential if personalised learning is to work.”
R. Hawkes Assessment for Learning Seminar November 2007
Rachel HawkesEmail: [email protected]
Tel: 01223 262503 ext.222
What have I learned?
R. Hawkes Assessment for Learning Seminar November 2007
• One new idea
• One thing I will do (differently?)
• One thing I will pass on
Frequently Asked Questions
Will it (AfL) be more work?
Will it be more meaningful?
Will the pupils know where they are without a grade?
R. Hawkes Assessment for Learning Seminar November 2007
Primary pupils have formative assessment strategies embedded as the mainstay of their KS1 and KS2 learning. They experience trauma (first 2 terms of year 7 at least) on transition to the overwhelmingly summative approach in secondary schools. This is one of the main difficulties for pupils on transition from primary to secondary.
KS2/KS3 transition
Summary of research being conducted into AfL by Jane Jones, King’s College, London.
R. Hawkes Assessment for Learning Seminar November 2007
A ‘mixed economy’ is best
Research findings suggest that pupils most want a mixture of self-assessment, peer assessment, teacher formative feedback and summative assessment. They do tire of just one approach that becomes routinised and dull and want a variety of assessment experiences. They do want teachers just to correct their work sometimes and give them a grade. However, an assessment for learning approach that makes pupils central to the learning dialogue and is underpinned by learning strategy training creates more autonomy and confidence among learners and improves teaching and learning in the classroom.
R. Hawkes Assessment for Learning Seminar November 2007